Thesis (M. Ed.)--University of Canterbury, 2008. / Typescript (photocopy). "February 2008." Includes bibliographical references (leaves 91-99). Also available via the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 241-266). Also available on the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 2005.

The problem of this study was undertaken to determine what reading material might be developed from the meaningful vocabularies, experiences, and interests of some slow learners from one of the second grades of Nederland, Texas.

Language is a major part of a child's early developmental growth. Research examining early language shows a wide variation in the rate of language acquisition and its pattern of development. These variations also exist when language development is delayed. The purpose of this study was to investigate the possibility of a relationship between gender and language delay by looking for significant differences in the language skills of 3-year-old boys and girls who were identified as late-talkers (LTs) at the age of 2. Data used for analysis in this study were retrieved from data collected earlier as part of the Portland Language Development Project (PLDP) and a concurring study of late-talking girls. Subjects for this study were drawn from these larger cohorts. The files of all prospective subjects were examined for an expressive vocabulary of less than 50 words at 20-34 months, and for participation in the follow-up evaluation at age 3. Final selection of subjects for this study included 23 boys and 16 girls. Scores from five previously administered assessment measures were compiled for analysis, including the Developmental Sentence Score (DSS), the Expressive OneWord Picture Vocabulary Test (EOWPVT), the Goldman-Fristoe Test of Articulation (GFTA), the Test of Auditory Comprehension of Language-Revised {TACL-R), and the Peabody Picture Vocabulary Test-Revised. These measures were administered as part of the PLOP and the study of late-talking girls. Mean scores for the boys and the girls were computed for each assessment measure. A two-tailed t-test was used to analyze the differences between these mean scores. The results revealed a significant difference, beyond the .05 level of confidence, between the boys' and girls' scores for the EOWPVT. Although no other significant differences were found, it was noted that the boys' scores were consistently higher than the girls' scores on all measures. It was also noted that, on 4 out of 5 assessment measures, a higher percentage of girls did not respond or could not complete the test due to inability to attend. The fifth measure, the PPVT-R, was completed by all subjects.

"The purpose of this study is to make an analysis of the 1951-52 of class of fifth grade pupils to: 1. Find the cases of retardation. 2. Discover through study and research the underlying causes of the retardation. 3. Develop a keener understanding of retarded children. 4. Determine ways of working with these children more effectively"--Introduction. / Typescript. / "August, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Virgil E. Strickland, Professor Directing Paper. / Includes bibliographical references (leaves 72-75).

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Literature on reading comprehension assessment advocates a multiple-measures approach over a single-test methodology in view of the cognitive and linguistic complexity of the behavior being evaluated. Relationships among multiple measures have been observed, but no study has examined the nature of relationships among categories of comprehension assessment (product-process) or has conducted an explicit test of possible patterns of association, expressed as three models of comprehension assessment, in a sample of learning disabled subjects. Therefore, the passage comprehension of 48 seventh and eighth grade males was assessed by questioning, retelling, cloze and miscue assessments followed by a correlational analysis of scores. Regression analysis examined which of the four assessments best predicted subjects' scores on a standardized test. The data did not confirm any of the three hypothesized models of comprehension assessment but subjects' comprehension appeared to be partly a function of how it was measured. Performance on the miscue assessment best predicted standardized test performance. / Ed. D.